Expanding Opportunities for Equity-Based Practice: A Collaborative Study of Implementation

Session Type: Symposium

Abstract

Collaborations between researchers and practitioners are beneficial for attending to local context to address persistent problems of practice around equitable teaching and learning. However, these collaborations are limited in that they often do not produce knowledge about implementation in broader contexts. To address this critical challenge in education, this session considers a collaboratory approach for aggregating knowledge (St. John, Helms, & Stokes, 2018). We share insights from our experience bringing three separate research endeavors together, with a shared focus on understanding the implementation of educational innovations using a common strategy for equity-based instructional practices -- rigorous project-based learning. We argue for the potential of collaboratories for building knowledge about interactions between local context and implementation, with implications for research, practice, and policy.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 9: Policy Implementation and Going to Scale

Chair

• Britte Haugan Cheng, Menlo Education Research

Papers

• Scaling Up Project-Based Learning (PBL) Enactments: A Collaboratory Perspective on Enabling PBL to Support Equity - Britte Haugan Cheng, Menlo Education Research; Tiffany L Clark, Menlo Education Research

• Satisfaction From Shifting Practices in Project-Based Learning: Strengthening Relationships of Teachers With Individual Students - Emily Miller, University of Wisconsin - Madison; Leema G. Berland, University of Wisconsin - Madison

• Sustaining Project-Based Learning Over Time: What Makes a New Practice Stick? - Ashley Seidel Potvin, University of Colorado - Boulder; Alison Gould Boardman, University of Colorado - Boulder; Kristina M Stamatis, University of Nebraska - Omaha

• Exploring the Enabling Conditions for High-Quality Project-Based Learning - Rachel Kuck, University of Michigan - Ann Arbor; Sarah Schneider Kavanagh, University of Pennsylvania

Discussant

• Caitlin Farrell, University of Colorado - Boulder